( ) InitiaI Placement
( ) Continuing Placement
School District Five of Spartanburg County
Parental Notification of Student Placement in the English for Speakers for Other Languages (ESOL) Program
To the Parent or Guardian of: __________________
State ID #
Last Name
First Name Middle Initial
School: ___________________________________________
Grade
___
____________________
Date:
_________________
Your child's English proficiency has been measured using the English Language Development Assessment (ELDA)
and/or the Idea Proficiency Test (IPT). Results show that your child is not fluent enough in English to fully
participate in regular classes without support from the English for Speakers of Other Languages (ESOL) Program.
Your child's fluency in English is at the level checked below:
_____
_____
_____
_____
_____
Non-English Speaking (NES); no to low ability to read or write in English Limited English Proficient (LEP):
Beginner
Intermediate
Advanced
Fluent English (not always at grade level; still can receive academic support and accommodations)
Your child may receive _____ minutes per week of English instruction in reading, writing, listening, and speaking
with an ESOL teacher using the following models of instruction:
ESOL pull-out group _________
ESOL class(es) for credit __________
Structured Immersion __________
ESOL Push-In _________
ESOL classes provide instruction appropriate to the child's needs and abilities. Most students exit the ESOL program
within three to five years, and are expected to graduate from high school at the same rate as mainstream students.
Students who qualify for special education or other special services receive those services in addition to ESOL. ESOL
teachers will coordinate with special education instructors to fully implement Individual Education Plans (IEP).
When your child's test results on the English Language Development Assessment (ELDA) are "fluent," and other
factors such as school grades and work samples indicate that he or she is able to achieve academically without direct
ESOL support, your child will be fully mainstreamed. Years in ESOL depend on the initial level of proficiency,
motivation, and other factors.
You, as parent(s), have the right to immediately refuse ESOL service. Your child will be removed from the ESOL
program upon receipt of the waiver form. While mainstream teachers will strive to meet the needs of your child, they
may not be able to fully meet his or her academic needs without ESOL support. While some ESOL teachers may
speak another language, bilingual instruction is not available in the School District Five of Spartanburg County.
Your child has been placed in the ________ grade, and will receive instruction from regular teacher(S) in regular
classes when he or she is not receiving ESOL instruction. Attached is a description of the ESOL program available to
your child at his or her school. If you would like more information, please contact _______________________ at
_____________ or ____________ to arrange an appointment.
ESOL-2- (Revised 8/05 - Page 1 of 2)
Fink: Permanent Record
Original: Parent
Yellow: Student 'S ESOL File
School District of _______________English for Speakers of Other Languages (ESOL) Program
Instructional Models
Your child will receive the type of instruction checked below:
1. ESOL PullOut
2. ESOL
Special
Areas
Class
3. ESOL
Exploratory
Class
4. ESOL
Elective
Course for
Credit
5. ESOL
English for
Core Credit
6. Other:
Minutes per week Students are grouped according to language fluency level and grade and are
pulled-out from mainstream (regular) classrooms. ESOL teachers
collaborate with main-stream teachers to teach language and skills so that
they succeed in their regular classes. Students are not penalized for work
missed in their regular classes.
Minutes per week Students receive ESOL instead of exploratory or special areas classes.
They do not miss core academic work such as language arts, math, science,
and social studies, but they may miss subjects such as art, music, and
physical education.
Minutes per week Students receive ESOL instead of exploratory ciasses in art, music, home
arts (cooking and sewing). They do not miss core academic work such as
language arts, math, science, and social studies.
Minutes per week Students are not pulled out of any other classes. They receive ____ elective
credits that count towards graduation. They receive grades on their report
cards. Homework and class work are adjusted according to their level of
fluency. They may receive between .5 and 6 elective credits in ESOL.
Minutes per week Students take the ESOL Sheltered English class instead of the regular
English courses until they are able to succeed in regular English classes.
ESOL teachers who are also certified in secondary English teach this class.
Essential standards and objectives taught in mainstream English classes are
modified so that students may transition to mainstream English classes.
Minutes per week Description:
ESOL classes integrate language skills with content-based learning and are based on broad themes
so that students learn academic Information, English skills, and learning strategies that will enable
them to be successful in mainstream classes. Whenever possible, ESOL teachers select themes that
are common to mainstream classes. Activities within a typical theme-based unit include reading,
writing, listening, and speaking.
Occasional bilingual input may be used to help students comprehend material if an ESOL teacher
speaks that language or if a more English fluent student speaks the same language; however, since
there are multiple languages spoken in the School District of_______________‚ English for Speakers of
Other Languages (ESOL) is the official model used by the ESOL Program.
Your child's English proficiency will be assessed every year. Your child will exit the ESOL Program
following State Department of Education guidelines. These guidelines are outlined in Element 5.4 of the
SC Accountability Workbook at the following link:
http://ed.sc.gov/agency/programs-services/77/documents/SCAccountabilityPlanJune92010.pdf.